By Professor Muriel Saville-Troike
ISBN-10: 0511136900
ISBN-13: 9780511136900
ISBN-10: 0521790867
ISBN-13: 9780521790864
ISBN-10: 0521794072
ISBN-13: 9780521794077
Written for college students encountering the subject for the 1st time, it is a transparent and useful advent to moment language acquisition (SLA). utilizing non-technical language, it explains how a moment language is bought; what the learner of a moment language must recognize; and why a few newcomers are extra profitable than others. This new version of Muriel Saville-Troike's bestselling textbook introduces in a step by step type a number of primary thoughts, corresponding to SLA in adults and youngsters, in formal and casual studying contexts and in various socio-cultural settings. Taking an interdisciplinary strategy, it encourages scholars to contemplate SLA from linguistic, mental and social views. offering a high-quality origin in SLA, this publication has turn into the major advent to the sphere for college kids of linguistics, psychology and schooling, and trainee language academics.
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Additional info for Introducing Second Language Acquisition (Cambridge Introductions to Language and Linguistics)
Example text
This view has been supported by arguments such as the following: 1. Children’s knowledge of language goes beyond what could be learned from the input they receive This is essentially the poverty-of-the-stimulus argument. According to this argument, children often hear incomplete or ungrammatical utterances along with grammatical input, and yet they are somehow able to filter the language they hear so that the ungrammatical input is not incorporated into their L1 system. Further, children are commonly recipients of 21 22 INTRODUCING SECOND LANGUAGE ACQUISITION simplified input from adults, which does not include data for all of the complexities which are within their linguistic competence.
E. unschooled or untutored) settings often involve only isolated L2 words or memorized routines inserted in an L1 structural frame for some period of time. For example, we recorded the following utterances from children who were just beginning to acquire English (Saville-Troike, Pan, and Dutkova 1995): Chinese L1: Zheige delicious. ’ Navajo L1: Birthday cake deed˛a˛a’. ’ Czech L1: Yili sme bowling. ’ IL probably cannot properly be said to begin until there is some evidence of systematic change in grammar.
3, arranged by the discipline with which they are primarily associated, and sequenced according to the decade(s) in which they achieved relevant academic prominence: Prior to the 1960s, interest in L2 learning was tied almost exclusively to foreign language teaching concerns. g. 3 Frameworks for study of SLA Linguistic (Chapter 3) Psychological (Chapter 4) Social (Chapter 5) 1950s and before Structuralism Behaviorism Sociocultural Theory 1960s TransformationalGenerative Grammar Neurolinguistics Information Processing Ethnography of Communication Variation Theory 1970s Functionalism Humanistic models Acculturation Theory Accommodation Theory 1980s Principles and Parameters Model Connectionism Social Psychology 1990s Minimalist Program Processability Timeline Foundations of Second Language Acquisition description of different levels of production in speech: phonology (sound systems), morphology (composition of words), syntax (grammatical relationships of words within sentences, such as ordering and agreement), semantics (meaning), and lexicon (vocabulary).
Introducing Second Language Acquisition (Cambridge Introductions to Language and Linguistics) by Professor Muriel Saville-Troike
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